Search Results (332)

(1) Background: Aimed at improving school children’s motor, social, emotional, and cognitive competence (CC), the effects of physical activity (PA) have been widely investigated. However, investigations into the effects of PA during Physical Education (PE) on children’s CC have only been subject to growing interest among researchers in recent years. To bring it, the present article aims to systematically summarize the PE intervention programs whose effects on school children’s CC have been evaluated through a randomized controlled trial (RCT) design. (2) Methods: This systematic review follows the PRISMA guidelines and has been registered in PROSPERO: CRD420251083924. A systematic literature search was conducted across four electronic databases: PubMed, SCOPUS, Web of Science, and ProQuest Central. The articles were included based on the following inclusion criteria: (i) primary education children, (ii) children practicing PE, (iii) outcomes related to CC, and (iv) articles providing evaluations through RCTs. The quality assessment of all included articles was performed using the PEDro scale. (3) Results: Out of 219 initially identified studies, 25 met the inclusion criteria and were synthesized qualitatively. (4) Conclusions: The main outcomes highlighted that PE has a positive effect on primary school children’s cognitive ability, including attention, creativity, memory, academic performance, and inhibitory control. Thus, elementary school teachers are encouraged to implement these intervention programs to foster children’s CC. However, different types of interventions should be analyzed to highlight their effects on different variables of CC. Full article

Background/Objectives: Legislative changes in educational systems have influenced how student learning is understood and promoted. In physical education (PE), there has been a shift from behaviorist models to more holistic approaches. In this context, physical literacy (PL) is presented as an emerging pedagogical model in school PE, aimed at fostering students’ motor competence in a safe, efficient, and meaningful way. The aim of this study is to analyze the origins, foundations, methodological elements, and educational value of PL, highlighting its potential to promote holistic and inclusive learning as the basis for an emerging PL model. Methods: A narrative review was conducted through a literature search in the Web of Science, PubMed, Scopus, and SportDiscus databases up to June 2025, focusing on scientific literature related to PL and PE. The analysis included its historical background, philosophical and theoretical foundations, and the key methodological elements and interventions that support its use as a pedagogical model. Results/Discussion: The findings indicate that the PL model can be grounded in key principles, such as student autonomy, teacher training, connection with the environment, inclusion, and collaboration. Additionally, motivation, enjoyment, creativity, and continuous assessment are identified as essential components for effective implementation. Moreover, this model not only guides and supports teachers in the field of PL but also promotes comprehensive benefits for students at the physical, cognitive, affective, and social levels, while encouraging increased levels of physical activity (PA). Conclusions: PL is understood as a dynamic and lifelong process that should be cultivated from early childhood to encourage sustained and active participation in PA. As a pedagogical model, PL represents an effective tool to enhance student learning and well-being in PE classes. Full article

Background: Considering the critical role of physical activity (PA) beginning in early childhood education and the demonstrated validity and reliability of contemporary technological measurement tools, this paper aimed to systematically review and analyze studies comparing PA levels in preschool-aged children during weekdays versus weekend days, using objective technological devices, and highlight what factors correlate with children’s PA. Methods: The search strategy was designed based on the PICOS framework. A systematic review was conducted using two databases (PubMed and Web of Science) to identify studies that included preschool children doing PA during weekdays, measured through technological devices, and compared to PA during weekend days. Study quality was evaluated using the MINORS scale. Results: From 1959 articles, 30 documents met the inclusion criteria, encompassing 32,251 preschool children. Conclusions: The results suggest that preschoolers were generally more active on weekdays than weekends, although it could depend more on contextual or individual factors than on the day of the week. In this sense, parental/maternal behavior (sedentary behavior, shared activities during weekend days, parents’ educational level, and parental/maternal screen time) influences children’s PA level, as well as other factors such as gender, morphology, motor competence level, the type of activity (indoor vs. outdoor), age, meeting PA guidelines, and the community transportation environment. Considering these factors, professionals working in preschools or kindergartens, as well as parents/mothers, should consider these factors to foster children’s PA level from early childhood, which could influence children’s lifespan. Full article

Background/Objectives: Physical activity (PA) during preschool is vital for supporting physiological development, enhancing cognitive abilities and fostering socio-emotional growth. However, consistent disparities in meeting PA guidelines have been observed. This systematic review aims to identify studies that compared preschoolers’ PA, as measured by technological devices, with recommended PA guidelines. Specifically, it examines (i) factors associated with meeting PA guidelines and (ii) the outcomes observed when children meet these guidelines. Methods: The search strategy was designed based on the PICOS framework. Then, a systematic review was conducted using four databases to identify studies that included children from 0 to 6 years old participating in PA sessions recorded through technological devices. PA is compared with guidelines, and correlations were reported. Results: Of the 52 studies reviewed, most found that meeting PA guidelines in preschool-aged children was linked to favourable outcomes across multiple domains. Children who met the guidelines tended to show better motor competence, emotional regulation and cognitive skills, particularly in areas like working memory and social understanding. However, the relationship with body composition and body mass index was inconsistent, suggesting that the benefits of PA in early childhood extend beyond weight-related measures. Conclusions: Meeting PA guidelines in early childhood is strongly associated with cognitive development, emotional regulation, motor skills and social behaviours. However, adherence varies significantly due to a complex mix of individual, familial, socioeconomic and environmental factors. Full article

Background: Motor competence (MC) plays a critical role in shaping children’s physical activity, health-related fitness, and weight status. However, few studies have explored these interrelationships during middle childhood. Objectives: The current study aimed to examine the relationships between MC and physical activity (PA), health-related fitness (HRF), and weight status (WS) in children during middle childhood (9–10 years). Simultaneously, the study aimed to find possible differences in PA, HRF, and WS between children with different levels of MC. Methods: In this cross-sectional study, the TGMD-2 (MC), UNIFITTEST 6–60 (HRF), ActiGraph GT3X (PA), and anthropometry (WS) were administered to 86 children (59 boys, age range of 9–10 years and mean age of 10.1 ± 0.6 years). Results: A significant strong association was observed between MC and HRF (p < 0.01, Cramer‘s V = 0.42). Significant moderate associations were observed between MC and WS (p < 0.05, Cramer’s V = 0.34) and between MC and PA (p < 0.05, Cramer‘s V = 0.25). Children with high MC proficiency demonstrated significantly higher levels of HRF (p < 0.01; large ES) and PA (p < 0.05; moderate ES) and a healthier WS (p < 0.01; moderate ES) than those with low MC proficiency. Similarly, children with moderate MC proficiency outperformed children with low MC in terms of HRF and WS. Conclusions: The strong associations between MC and key health indicators such as PA, HRF, and WS suggest that movement proficiency in middle childhood should be viewed as a cornerstone of health promotion. Although no causal claims can be made, the results emphasize the practical importance of integrating targeted motor skill development—especially FMSs—into school-based physical education and extracurricular programs. Supporting MC at this age may be a decisive step toward fostering long-term engagement in physical activity and improving children’s overall health trajectories. Full article

Strong competencies in actual motor competence (AMC) and perceived motor competence (PMC) support lifelong physical activity. However, assessing MC is time-consuming, requiring multiple AMC and PMC evaluations. Streamlining these assessments would improve efficiency at a national level. This study used machine learning (ML) classification to (1) identify AMC assessments that can be accurately predicted in an Irish context using other AMC and PMC assessments, and (2) examine prediction accuracy differences between genders. AMC was measured using the Test of Gross Motor Development (3rd Edition) and the Victorian Fundamental Motor Skills Manual, while PMC was assessed with the Pictorial Scale of Perceived Movement Skill Competence. Five ML classification models were trained and tested on an Irish MC dataset (n = 2098, mean age 9.2 ± 2.04) to predict distinct AMC assessment outcomes. The highest prediction accuracies (>85%) were found for the Catch (female and gender-combined subsets) and Bounce (male subset) AMC assessments. These assessments could potentially be removed from the current Irish testing battery for their respective gender groups. Our findings highlight the effectiveness of ML classification in optimising Irish MC assessment procedures, reducing redundancy, and enhancing efficiency. Full article

Recent research in the area of physical literacy has revealed that the early years are a period that has not been well studied. Our research team designed a deductive review with the aim of investigating how preschool children’s physical literacy manifests across affective, physical, cognitive and social domains. The review includes scientific publications from the last four years, which investigate the elements of physical literacy in preschool children: motivation, confidence, motor competence, knowledge, understanding and use of physical activity. The characteristics of the elements were systematised into four domains, affective, physical, cognitive and social, as engagement in physical activities. Results. The majority of the articles explained physical literacy behaviours in 4- to 5-year-old children. The physical domain was most frequently described, mainly including the three basic motor skills of postural stability, object control, and locomotion, as well as physical qualities of movement. The second most frequently described domain was the social domain of the application of physical activities in preschool stages, including the types and amounts of physical activity used in both organised and leisure time. Conclusions. Physical literacy of preschool children is a purposefully organised and guided process, during which a child is given the opportunity to try and apply age-appropriate movement skills, without being limited by the child’s gender, parental attitudes, sporting choices, or the traditions of sport culture. Full article

Background: Childhood obesity is a global health concern. Early development of fundamental movement skills (FMS) and adherence to the Mediterranean diet (MD) are key modifiable factors for prevention. This study assessed the effectiveness of a multidisciplinary, school-based intervention for childhood obesity prevention. Methods: Children aged 3–5 years from a preschool in Messina, Italy, participated in a 9-month intervention integrating nutritional education and physical activity. FMS were evaluated using the MOBAK test. Anthropometric measurements and MD adherence (through the Kid-Med questionnaire) were collected. Caregivers completed an online survey reporting lifestyle changes. Results: Significant improvements were observed in FMS: object control (score 1) increased from 2.67 ± 1.78 to 4.28 ± 1.82, locomotor skills (score 2) from 4.69 ± 1.96 to 5.83, 5.83 ± 1.70, and total MOBAK score (score 3) from 7.35 ± 3.09 to 10.11± 2.94. (p < 0.001 for all). Kid-Med scores significantly improved from (3.79 ± 2.31 vs. 5.03 ± 2.69) (p = 0.0027), indicating enhanced MD adherence. Post-intervention, adherence was classified as poor (27.4%), moderate (53.2%), and optimal (19.4%). Although only a minority of parents reported lifestyle changes, over 50% noted increased fruit and vegetable intake in their children. Males showed higher FMS scores and waist circumference compared to females. Conclusions: A school-based multidisciplinary intervention significantly improved motor competence and dietary habits in preschool children. These findings underscore the importance of early, integrated strategies involving families and educators to support healthy development and prevent childhood obesity. Full article

Background/Objectives: Global levels of physical activity are in decline, accompanied by low levels of competence in fundamental movement skills (FMSs) required to meaningfully participate in lifelong physical activity. This study aimed to explore the effects of an 8-week pilot program on the development of FMSs for children in a lower socioeconomic area through a game-based physical activity approach. Methods: Children (N = 30) were recruited from a lower socioeconomic area to participate in a community-offered PA program. This 8-week pilot program focused on game-based intervention, with weekly 1.5 h sessions to promote active play and development of FMSs. Each session was structured to ensure at least one FMS based on the Test of Gross Motor Development—Third Edition (TGMD-3) was emphasized to promote practice in these skills. The TGMD-3 was employed as a pre- and post-test measure of motor competence. Results: Children who completed both the pre- and post-test assessments (N = 11) demonstrated improvements in both locomotor (p = 0.166) and ball skill (p = 0.184) scores, though these were not significant. Additional analyses at baseline with all participants (N = 22; 8 not present at baseline testing) were insignificant, but descriptive statistics demonstrated that boys scored higher in ball skill scores, while girls scored higher in locomotor skill scores. Older children at baseline were found to score significantly higher than younger children in ball skill scores. Conclusion: The results highlighted that the game-based intervention did demonstrate some improvements for FMSs, highlighting a need for further development of the program and the participation of more children for more strongly powered analysis and to account for program withdrawal or dropout. Full article

This study presents a case of community-integrated project-based learning (PBL) at a Japanese National Institute of Technology (KOSEN). Three students collaborated to design and build a rideable 5-inch gauge railway system, integrating mechanical design, brushless motor control, and computer vision. The project was showcased at public events and a partner high school, providing authentic feedback and enhancing learning relevance. Over 15 weeks, students engaged in hands-on prototyping, interdisciplinary teamwork, and real-world problem-solving. The course design was grounded in four educational frameworks: experiential learning, situated learning, constructive alignment, and self-regulated learning (SRL). SRL refers to students’ ability to plan, monitor, and reflect on their learning—a key skill for managing complex engineering tasks. A mixed-methods evaluation—including surveys, reflections, classroom observations, and communication logs—revealed significant gains in technical competence, engagement, and learner autonomy. Although limited by a small sample size, the study offers detailed insights into how small-scale, resource-conscious PBL can support meaningful interdisciplinary learning and community involvement. This case illustrates how the KOSEN approach, combining technical education with real-world application, can foster both domain-specific and transferable skills, and provides a model for broader implementation of authentic, student-driven engineering education. Full article

Background: The development of motor competencies in childhood can enhance the trajectory of physical activity throughout life. However, few studies have examined the effects of physical activity programs on motor competencies in schoolchildren with special educational needs. Aim: Our aim was to analyze the effects of a video-guided active break program on motor competencies in schoolchildren aged 6 to 10 years with special educational needs. Methods: A prespecified subanalysis of a multicenter randomized controlled trial was conducted with a sample of 161 schoolchildren (7.8 ± 1.1 years, 32% girls) with special educational needs from five public schools in Chile. Participants were assigned to a control group (CG, n = 85) with no active breaks or an experimental group (EG, n = 76) with active breaks. A 12-week video-guided active break program was implemented in the classroom twice daily, five days per week. The intervention was delivered via a web-based platform. Basic motor competencies were assessed using the MOBAK 1–2 and MOBAK 3–4 tests. Results: A significant time × group interaction was found for object control, F(1154) = 11.365, p < 0.001, η²_p = 0.011; jumping, F(1154) = 11.047, p = 0.001, η²_p = 0.067; and running, F(1154) = 4.881, p = 0.029, η²_p = 0.031. These results indicate that the experimental group showed significantly greater improvements in object control, jumping, and running abilities compared to the control group. Conclusions: The active break program significantly improved motor skills in schoolchildren with special educational needs. The program proved to be both feasible and effective in enhancing students’ motor competencies. School-based guided active break programs may play a role in promoting motor competencies among schoolchildren with special educational needs. Clinical Trial ID NCT06423404 Full article

Background: Active play has been proposed to complement school-based physical activity (PA) and promote increased movement-related activities relevant for the development of motor competence. Guided active play (GAP) paired with cooperative games provides sufficient moderate-to-vigorous physical activity (MVPA) to improve motor competence for younger children. Whether guided active play exhibits physical activity outputs that are related to motor competence is uncertain. This study assessed the strength of relationships between play-based physical activity and movement skills by comparing linear regression and chi-square analyses. Methods: Forty-two children (Mage = 8.8 ± 0.8 years) participated in a community center program. PA was measured via accelerometry for GAP, alongside assessments of anthropometrics, fitness (leg power, strength, VO₂max), and FMS (Test of Gross Motor Development-2). Multiple linear regression analysis examined reciprocal relationships. Chi-square and cross-tabulations analyzed categorical variables based on lab percentiles (low < 33%, high > 66%) for PA energy expenditure (PAEE), intensity (MVPA), FMS, and fitness. Results: GAP MVPA and object control skills (OC) showed positive reciprocal pathways (β = 0.308, β = 0.394; p ≤ 0.05). VO₂max predicted MVPA (β = 0.408; p < 0.01), with leg power related to PAEE (β = 0.456; p ≤ 0.01). Chi-square analysis revealed significant associations between high OC skills and high PAEE (X² = 15.12, p ≤ 0.05), and high individual average scores of OC with high MVPA (X² = 11.90, p < 0.05. The high performance of AP and LP was associated with MVPA and PAEE, respectively. Conclusions: Findings support a positive feedback loop between MVPA and OC skills for GAP. GAP is an effective strategy for program interventions for children 8 to 10-year old. Full article

Background: The current study explores the relationship between children’s risk willingness and their motor behavior in a virtual playground setting and its association with perceived gross motor competence. Methods: A total of 96 children aged seven to ten participated. They were categorized into high-risk-willingness (HRW) and low-risk-willingness (LRW) groups based on their exploratory behavior and engagement with riskier zones and tasks in the playground. Using whole-body motion capture and virtual reality data, the children’s motor behavior and variability were analyzed alongside self-reported perceived gross motor competence. Results: The results indicated that HRW children displayed significantly greater movement variability, including higher joint movement variability and increased exploration of challenging areas compared to LRW children. HRW children also covered greater distances, moved faster, and exhibited more frequent acceleration changes. Conclusions: These findings suggest that higher risk willingness is associated with greater adaptability and flexibility in motor behavior, aligned with the concept of freeing degrees of freedom. In contrast, no significant differences were found in perceived gross motor competence ratings between HRW and LRW groups. This indicates that perceived motor competence may not directly influence children’s willingness to take risks or their motor behavior in exploratory play. These findings emphasize the importance of studying dynamic interactions between risk-taking, motor behavior, and self-perception to understand the development of adaptive motor skills through risky play. Full article

This paper presents a novel control strategy employing a deep reinforcement learning (DRL) scheme for online selection of optimal weighting factors in cost functions of the finite control set model predictive current controller of a permanent magnet synchronous motor (PMSM). Indeed, when designing predictive controllers for PMSMs’ phase currents, competing objectives appear, such as managing current convergence and switching transitions. These objectives result in an asymmetric cost function where they have to be balanced through weighting factors in order to enhance the inverter and motor performance. Leveraging the twin delayed deep deterministic policy gradient algorithm, the optimal weighting factor selection policy is obtained for online balancing of the choice between current deviation in the $dq$ frame and inverter commutations. For comparison, a metaheuristic-based artificial neural network is trained on static data obtained through a multi-objective genetic algorithm to predict the weights. The key performance markers, such as torque ripple, total harmonic distortion, switching frequency, steady-state, and dynamic performance, are provided through numerical simulations to verify the effectiveness of the proposed tuning scheme. The results of these simulations confirm that the proposed dynamic control scheme effectively resolves the challenges of weighting factor choice, meeting inverter performance requirements, and delivering better dynamic and steady-state performance. Full article

Background: The rising prevalence of childhood obesity (CO) has been strongly linked to physical inactivity and sedentary behavior. Early development of functional movement skills (FMS) is crucial for fostering active lifestyles and preventing CO. Methods: We assessed the FMS of 102 children aged 3–5 using the MOBAK test battery. Parents completed a Likert-scale questionnaire evaluating their perception of their child’s motor competence. Results: A total of 102 children and 92 parents participated. Although 61.1% of children engaged in regular sports activities, only 20.5% reached a satisfactory MOBAK total score (Score 3). Significant gender differences emerged in locomotor skills (Score 2) and overall performance (Score 3), with p-values < 0.026 and <0.016, respectively. A significant negative correlation between BMI and Score 2 was observed (p < 0.030). Parents significantly overestimated their children’s FMS (p = 0.0001). Conclusions: Findings emphasize the importance of early interventions targeting FMS enhancement and parental education to effectively support CO prevention strategies and promote lifelong physical activity. Full article